2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises

This is an editable resource but a PDF is included.

A great way to encourage students to write good descriptive pieces.

Contents

• 2 decriptive scaffolded writing tasks with space for student responses
• The same 2 tasks without lines (if this is being done in an exercise book)
• WAGOLL - What a good one looks like for both tasks
• Lesson Plan
• Cheat sheets at the back of instructions to help students with them.

A great way to encourage students to write good descriptive pieces.

This set of prompts is designed to introduce students to descriptive writing in a number of ways…

The resource is designed as a 2 60 minute section of a class and it focuses on a FULL RESPONSE for a description of a picture. one set prompts students to write a happy piece and the second prompts them to write a sad one (SAME PICTURE).

there is one lesson plan but you could easily diverge. A teacher might give half the class the happy task and the other half the sad task. I hope that these tasks will also promote discussion about how time, place, colours and smells can impact on a piece of writing, give it a certain mood.

Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are:

Para 1
Start with a one word sentence, stating the time of year – spring. Then use a simple sentence to describe the woman positively.

Para 2
Shift and describe the setting (don’t worry that you can’t see it!).

As a minimum, your paragraph should include…

• a simile about the busy people walking happily by.
• Describe the sky – what can be seen? Use bright colours!
• Smells – is there a baker’s shop? A coffee shop?
• Write a compound sentence about the passing traffic and the sound it makes.
• Start the last sentence with “Around the old woman, life…”

Add anything else you want about the setting ONLY.

…and so on!

The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. They should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout.

This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.

There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing.

These exercises cover the following Assessment Objectives:

AO5:
AO6: